ELA+2+Lesson+23

Topic:Weaving

Common Core Standards RI.2 5.Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 10.By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2.Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RF.2 a.Distinguish long and short vowels when reading regularly spelled one-syllable words. f. Recognize and read grade-appropriate irregularly spelled words. d. Decode words with common prefixes and suffixes. W.2 2.Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section 7.Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). L.2 a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others.

Suggested Student Objectives: Students will be able to understand, recognize, apply, and analyze the following skills: Drawing Conclusion;Summarize;Multi-Meaning Words;Informational Paragraph;Irregular Verbs

Suggested Additional Readings

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ActivitiesLearning OutcomeUse background knowledge, pictures, and context clues to draw a reasonable conclusion about a story.DurationApproximately 50 minutesNecessary Materials//Provided//: Direct Teaching and Guided Practice Example Chart, Independent Practice Worksheet //Not Provided:// Chart paper, markers, //Alexander and the Terrible, Horrible, No Good, Very Bad Day//by Judith ViorstLesson Plan will explain that we are going to practice thinking about what we already know as we read, to better understand the story. I will begin reading //Alexander and the Terrible, Horrible, No Good, Very Bad Day// by Judith Viorst aloud, stopping after page 5. I will think aloud about the story and identify what I already know to answer the question “Why does Alexander not want to sit in the middle?” (Example Chart is provided.)**TIP:** Discuss picture clues from the text to help support student thinking. For example, pay close attention to Alexander’s face in each picture. He looks sad, angry, and frustrated throughout the book. I know when I have a very bad day, I feel sad, angry, and frustrated. Ask: "How was I able to figure out why Alexander did not want to sit in the middle?" Students should respond that you read the text, looked at the picture, and thought about how you would feel scrunched in the middle. will continue reading //Alexander and the Terrible, Horrible, No Good, Very Bad Day// aloud, stopping after page 13. We will chart our thinking about the story and identify what we already know to answer the question “Why does Alexander say he is going to Australia next week?” (Example Chart is provided.) We will finish reading the book aloud.
 * ===DIRECT TEACHING===
 * ===Think Check===
 * ===GUIDED PRACTICE===
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Assessments

INDEPENDENT PRACTICE
will chart your thinking about the story and identify what you already knew that helped you answer the question: Why does Alexander’s dad say "please don’t pick me up anymore?” (Independent Practice Worksheet is provided.)

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